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Many potential learners are put off taking qualifications by their low literacy, numeracy and language abilities (often referred to as skills for life or basic skills). Having not developed them adequately at school they need to do so in further education, often as part of another training programme. Support from providers should include developing these skills to support everyday living, as well as helping learners succeed in their chosen learning.
How does the way you incorporate literacy, numeracy and language into learning and assessment compare with that of the most effective provision seen on inspection?
The following strengths and areas for improvement have been taken from recent inspection reports across the Ofsted Learning and Skills remit.
If you were given a similar area for improvement bullet at the end of your last inspection, self assessed this area as an area for improvement, or want to work to avoid such areas for improvement, then consider what inspectors judge to be key.
How do you identify learners with literacy, numeracy and language support needs?
How do you link support and the programme of learning?
Are there any gaps in your current staffing and resources that prevent you offering appropriate support?
What can you do to 'fill' these gaps in the short and long-term?
What contacts do you have with specialist partner organisations who could provide specialist support?
How do you ensure that your learning materials are written in clear, plain English?
What vocationally-relevant learning materials do you have that have been written for learners with low literacy and numeracy levels?
Examine your literacy, numeracy and language support (skills for life) strategy to see if it covers the needs of current and potential learners?
You can find this page and download any referenced resources from the Excellence Gateway at http://www.excellencegateway.org.uk/83B62D63-9BA1-41C3-AD8D-8EB78D8020FB.
© Learning and Skills Improvement Service (LSIS) 2012